- Title
- The Scope and content of the rights to ‘Basic Education’ and its implementation in the Eastern Cape
- Creator
- Johannes, Warren Dewald
- Subject
- Rights to education -- Socio-economic rights
- Subject
- Children rights -- Bill of Rights
- Subject
- Inequality and marginalisation
- Subject
- Children’s Rights -- Eastern Cape
- Subject
- Department of Basic Education -- Transformation
- Date
- 2013
- Type
- Thesis
- Type
- Masters
- Type
- MA (Human Rights)
- Identifier
- http://hdl.handle.net/10353/646
- Identifier
- vital:26484
- Identifier
- Rights to education -- Socio-economic rights
- Identifier
- Children rights -- Bill of Rights
- Identifier
- Inequality and marginalisation
- Identifier
- Children’s Rights -- Eastern Cape
- Identifier
- Department of Basic Education -- Transformation
- Description
- In terms of Section 29 (1) of the Constitution, everyone has the right to basic education. This right is not subject to ‘reasonable legislative and other measures, available resources and progressive realisation.’ The right to basic, compulsory education is widely regarded as a fundamental human right. For example, this right is included in a number of international human rights treaties such as the ‘Universal Declaration of Human Rights’, the ‘International Covenant on Economic, Social and Cultural Rights,’ the ‘African Charter on the Rights and Welfare of the Child’, the ‘Convention on the Rights of the Child’, the ‘Dakar Framework for Action: Education for All’, and ‘UNESCO Convention against Discrimination in Education’. The South African Constitution, however, does not clarify the content and scope of the right to basic education. Consequently, the Constitution has given the state wide discretion to determine the scope, nature and content of this basic right. Apartheid left the South African education system fragmented and unequal. The South African educational system has gone through numerous curricula and institutional changes. The changes in the curriculum were part of the transformation process of the South African education system. In addition, the state has allocated substantial public funds towards basic education. However, the investment in basic education does not commensurate with the quality of teaching and learning in poor and marginalised schools. For example, several rural and farm schools in the Eastern Cape lacked toilet facilities; textbooks and other education support material; furniture; and other essential necessities. Education loses its transformative power when poor and marginalised schools continue to lack these essential services. Consequently, inequality is perpetuated and the poor and marginalised are unable to compete meaningfully in the social, economic and political life of South Africa. The mini dissertation concludes by recommending that the Department of Basic Education should ensure that all schools, especially those in rural communities and farms, have access to textbooks, qualified teachers, clean water and toilet facilities and other essential necessities needed for the delivery of quality basic education.
- Format
- 68 leaves; 30 cm
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Law
- Language
- English
- Rights
- University of Fort Hare
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UFH Nelson R Mandela School of Law
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